The GA has carried out a great deal of research throughout its history and released papers and pamphlets at intervals, often involving the President of the time, or former and future Presidents. The latest report has been compiled over the last few months and is now available to view.
Download a copy of the report here.
The Geographical Association (GA) published a national research report today, focused on the professional needs and views of teachers of geography.
The report presents the findings from a two-stage ‘listening exercise’, comprised of an online survey and a series of focus group discussions with geography educators from the primary, secondary and post-16/HE phases and from Initial Teacher Education (ITE).
The most consistent finding of the research is that subject-specialist issues are a key concern for all those involved in geography education, primary geography subject leaders, secondary practitioners early in their career, experienced secondary school heads of geography and geography ITE tutors. It concludes that more action is needed to meet the demands of geography educators for support with subject-specialist knowledge, skills, confidence and connections. The research also:
• points to the significant impacts of the COVID-19 pandemic on geography education, highlighting that these impacts vary greatly from school to school and between individuals
• identifies what geography teachers value about their professional subject association, particularly their desire to network with one another
• emphasises the relevance of global environmental and social issues to geography and the need for the geography education community to respond to these issues.
GA Chief Executive Alan Kinder said:
‘This GA National Research Report has been a year in the making and I’d like to thank all those GA members and others who gave their time towards such an insightful exercise. With a growing membership, the GA needs to work ever-harder to listen to and represent the views of its members. This report distils a huge range of ideas and makes recommendations for the GA, for policy-makers, for school leaders and teachers of geography. Our next challenge will be to pursue these findings and recommendations, so that children and young people in schools everywhere benefit from the improved support we are able to provide to teachers of geography, nationally and internationally.’
The most consistent finding of the research is that subject-specialist issues are a key concern for all those involved in geography education, primary geography subject leaders, secondary practitioners early in their career, experienced secondary school heads of geography and geography ITE tutors. It concludes that more action is needed to meet the demands of geography educators for support with subject-specialist knowledge, skills, confidence and connections. The research also:
• points to the significant impacts of the COVID-19 pandemic on geography education, highlighting that these impacts vary greatly from school to school and between individuals
• identifies what geography teachers value about their professional subject association, particularly their desire to network with one another
• emphasises the relevance of global environmental and social issues to geography and the need for the geography education community to respond to these issues.
GA Chief Executive Alan Kinder said:
‘This GA National Research Report has been a year in the making and I’d like to thank all those GA members and others who gave their time towards such an insightful exercise. With a growing membership, the GA needs to work ever-harder to listen to and represent the views of its members. This report distils a huge range of ideas and makes recommendations for the GA, for policy-makers, for school leaders and teachers of geography. Our next challenge will be to pursue these findings and recommendations, so that children and young people in schools everywhere benefit from the improved support we are able to provide to teachers of geography, nationally and internationally.’
I was pleased to have played a part by facilitating one of the focus groups. Thanks to all those members and non-members alike who contributed to the fnal report, and particular thanks to Dr. Emma Rawlings-Smith and Alan Kinder who co-authored the report and to all those involved at various stages in its production.
The TES has picked up on the fieldwork issue for newly qualified teachers, which has been missing from many ITE courses:
New geography teachers lack the confidence to teach fieldwork after having limited experience of it during the pandemic, @The_GA warnshttps://t.co/DzJgTBx14c
— Tes (@tes) January 27, 2022
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